"It is no longer possible to look at a group of students in a classroom and pretend they are essentially alike" -Carol Ann Tomlinson The flipped classroom is differentiated at the process, product, and content levels.
Process
Students in need of additional support are able to benefit greatly. The benefit of receiving and reviewing information at home is the student is able to process at their own rate; some students will want to re-watch a video clip to make sense of it, where others will understand and be ready to practice and apply at school the next day. Since the teacher is no longer the "sage on the stage," they are able to devote their time to monitoring students closely during the process stage and providing individual, differentiated instruction as necessary. Additionally, students who gain mastery earlier than others are able to move to an enrichment or application stage; each student gets the instruction that they need.
Product
Students are frequently asked to complete assignments and projects, but are not always required to think about or understand why they are completing them. Andrew Miller, Educational Consultant and Online Educator, discusses the importance of building in a reflection piece to the flipped classroom model. Besides contributing to students' metacognition, it helps them to "work towards an authentic product in a project-based learning project" (Miller, 2012). Authenticity of the product also comes from students choosing end products that reflect their own learning styles and interests.
Content
With traditional teaching, everyone is receiving the same information (most of the time in the same format) simultaneously. What content flipped educators choose to use can be flexible, and reach more student learning styles. Visual and auditory learners might benefit from viewing a video or screen cast, while other visual learners may gain more understanding from viewing and analyzing a graphic containing the same essential content. Some examples of different content types that work well in a classroom flip are videos, podcasts, articles, and charts.
Tomlinson, C. A. (2001). How To Differentiate Instruction In Mixed-Ability Classrooms. Alexandria: Association for Supervision and Curriculum Development.
"It is no longer possible to look at a group of students in a classroom and pretend they are essentially alike"
-Carol Ann Tomlinson
The flipped classroom is differentiated at the process, product, and content levels.
Process
Students in need of additional support are able to benefit greatly. The benefit of receiving and reviewing information at home is the student is able to process at their own rate; some students will want to re-watch a video clip to make sense of it, where others will understand and be ready to practice and apply at school the next day. Since the teacher is no longer the "sage on the stage," they are able to devote their time to monitoring students closely during the process stage and providing individual, differentiated instruction as necessary. Additionally, students who gain mastery earlier than others are able to move to an enrichment or application stage; each student gets the instruction that they need.Product
Students are frequently asked to complete assignments and projects, but are not always required to think about or understand why they are completing them. Andrew Miller, Educational Consultant and Online Educator, discusses the importance of building in a reflection piece to the flipped classroom model. Besides contributing to students' metacognition, it helps them to "work towards an authentic product in a project-based learning project" (Miller, 2012). Authenticity of the product also comes from students choosing end products that reflect their own learning styles and interests.Content
With traditional teaching, everyone is receiving the same information (most of the time in the same format) simultaneously. What content flipped educators choose to use can be flexible, and reach more student learning styles. Visual and auditory learners might benefit from viewing a video or screen cast, while other visual learners may gain more understanding from viewing and analyzing a graphic containing the same essential content. Some examples of different content types that work well in a classroom flip are videos, podcasts, articles, and charts.References
Miller, A. (2012, February 24). Five Best Practices for the Flipped Classroom. Edutopia. Retrieved July 2, 2014, from http://www.edutopia.org/blog/flipped-classroom-best-practices-andrew-miller
Tomlinson, C. A. (2001). How To Differentiate Instruction In Mixed-Ability Classrooms. Alexandria: Association for Supervision and Curriculum Development.